Special education teacher (SET) persistence and attrition have been investigated for several decades. However, there are several predictors for SETs’ intent to stay or leave that are yet to be investigated. Using Bandura’s social cognitive theory, we developed the Special Education Teacher Persistence in Teaching Survey (SETPTS) and examined multiple factors for SETs’ persistence in their careers despite a range of challenges they face. Ninety-six SETs at various stages in their careers completed the survey to understand the complex dynamics of persistence. Pearson product-moment correlation coefficient and hierarchical logistic regression analysis revealed factors correlated with teacher persistence, and barriers that may cause attrition. In the findings, we address ways to improve SET retention, as well as possible future directions for research, education policy, and practice for teacher preparation and retention.

几十年来，特殊教育教师 (SET) 的持久性和自然流失率一直受到调查。然而，有几个关于 SET 留下或离开意图的预测因素尚待调查。使用班杜拉的社会认知理论，我们开发了特殊教育教师坚持教学调查 (SETPTS)，并检查了尽管面临一系列挑战，但 SET 仍然坚持职业生涯的多种因素。九十六名处于职业生涯不同阶段的 SET 完成了调查，以了解持久性的复杂动态。Pearson 积矩相关系数和层次逻辑回归分析揭示了与教师坚持相关的因素，以及可能导致流失的障碍。在研究结果中，我们提出了提高 SET 保留率的方法，以及未来可能的研究方向，